Intended Curriculum, Implemented Curriculum, and Achieved Curriculum

INTENDED CURRICULUM-refers to a set of objectives identified set at the

beginning of any curriculum plan. It establishes the goal, the specific
purposes, and the immediate objectives to be accomplished. The intended
curriculum specifies what the curriculum maker wants to do.
IMPLEMENTED CURRICULUM-refers to the various learning activities or
experiences of the students in order to achieve the curriculum outcomes.
ACHIEVED CURRICULUM-refers to the curriculum outcomes based on the
first two types of curriculum, the intended and implemented. The achieved
curriculum is considered the product. It can be the learning outcomes, or a
material product itself, like a book, module or instructional material.
Below are phrases/statements that refer to the intended, implemented, or
the achieved curricula. Identify each one of them.
1. It must match with the objectives and activities that were made.
2. It refers to the actual activities being practice in schools.
3. Are the objectives achievable within learners development levels?
4. It indicates performance in relation to the objectives and the
activities.
5. These activities may coincide with the specified objectives of the
curriculum or may largely out of agenda.
6. Is it achievable within learners development level?
7.
8.

Are there enough resources to achieve the objectives?

It is usually described thru test scores and other performance
indicators.

9. Are the objectives clear and specific?

10.Do the curriculum outcomes reflect the goals and the aspirations of
the community where the curriculum was implemented?
11.Do the activities address multiple intelligences of the learners?
12.What are the ways to measure the outcomes of the objectives?
13.Are the objectives observable, relevant, and doable?
14.Do the activities utilize multiple sensory abilities of the learners?
15.How many percent of the learners in the same class perform higher
than the level set at the beginning?
16.Do the activities motive the learners to do more and harness their
potentials?

16. Do the learning outcomes achieved by the learners approximate the

level of perform set at the beginning of the curriculum?
17. Do the activities provide maximum learning experience?
18. Are the learning outcomes achieved higher or lower than the
objectives set?
19. Does the teacher utilize the various ways of doing to complement the
learning styles of students?
20. Do the achieved learning outcomes reflect the knowledge, skills, and
attitudes intended to be developed?
21. Does the teacher have the skill to implement the activities or use the
strategy?
22. Are the materials and methods appropriate for the objective set?
23. Decentralized management of school resources
23. Learning activities are made interactive, integrative, learner-centered,
and performance-based.
24. To increase time for tasks in order to gain mastery of competencies of
the basic tool subjects
25. More involvement of stakeholders
26. Makabayan comprise Character Education, Sibika, & Kultura for Grade
1-3;
plus EPP (TLE), MSEP (MAPE) and HEKASI from Grad 4 to high school
27. Increased number of in-service training for teachers
28. To make values development integral in all learning areas
29. Grade 1 & 2 Science and Health is integrated in English; formal Science
subjects starts at 3rd grade
30. Learning area were restructured into 5 learning areas
31. Increased instructional materials support for teaching and learning
32. To use innovative, interdisciplinary, and integrative modes of
instructional delivery whenever possible and appropriate
33. Change in teachers paradigm from being dispenser of knowledge to
facilitation of learning
34. To decongest the curriculum in order that the teacher and learners will
be able to contextualize it

35. Increased level of performance in tool subjects

36. To raise the quality of the Filipino learners and graduates who will
become lifelong learners.